臺灣自1984年《特殊教育法》頒布後逐步邁向融合教育，並隨教育潮流不斷修訂《師資培育法》，極力提升特殊教育教師專業素養；日本於2007年大幅修改特殊教育相關法規，將特殊教育更名為「特別支援教育」，隨之修訂的《教育職員免許法》，從實質的特殊教育師資培育著手，並導入教師證更新制度，以冀將法制規定落實於各級學校，全面提升特殊教育教師知能。本研究從臺、日兩國特殊教育歷史背景與立法脈絡切入，說明兩國特殊教育教師資格與任用制度的現況，以期讀者對兩國制度有較清楚的認識與瞭解。同時，本研究就法條制度、教師資格與任用比較兩國的差異，最後針對我國現行制度提出省思與建議，或可提供作為國內特殊教育教師師資培育與提升教師專業發展政策調整之參考。

In 1984, Taiwan established the Special Education Act toward inclusive education, and amended Teacher Education Act in order to improve special education teacher’s professional knowledge in pre-service training. Japan partially amended School Education Law and replaced Special Education with Special Needs Education in 2007. At the same time, the Teacher Certification Law is amended for improving the quality and ability of teachers from training, employment, and development. Since 2009, Japan implemented Teacher Certificate Renewal System requires teachers to acquire the most advanced knowledge and skills. From history and legislative context, this article is for discussion and comparison of special education teacher’s qualification and employment present system between Taiwan and Japan, also propose introspection and suggestion for Taiwan which may be adjustment in policy about teacher education and improving teacher professional development.